3. Gain relevant work experience

This could be through vacation work, gap year work, sponsorship through university or by choosing a sandwich course. Any work experience is useful. Customer-facing work is especially good. If you can't get paid work, voluntary work is always available and can be just as useful.

If you already have some work experience, try to make your next job more focused on your intended career.

Use family and friends first, to find work. They are contacts you already have.

Small business experience is good. You may be given more responsibility, and there may be a wider variety of jobs to be done. Spend occasional days work shadowing family and friends. This will help you explore many more options.

Think about what you have to offer your employer. This will enable you to "sell yourself" more effectively.

4. Develop skills for the workplace

They may be developed through the curriculum or in outside activities such as university clubs and societies.

Become involved in teams.

Take responsibility and initiative. Start something new, and lead it to completion.

Make different kinds of presentations to different kinds of audiences, including factual and persuasive presentations and, if possible, one to an audience hostile to your case.

Make the most of opportunities to travel. Practice a language. Take an interest in the local culture, even the economy or politics. Don't just sit on the beach!

5. Set aside opportunities to reflect on your learning

Use a learning log. Employers always look for evidence of skills learned. Seek support from colleagues.

Learn from both successes and failures. If an experience is painful, turn it into something positive by learning from it. Recognise your own reaction to failures and disappointments, so you can cope better in the future.

6. Use your contacts: develop the art of networking

Start with family and friends. They are an easily forgotten resource. Draw up a list of those who might be able to support you in your decisions or help you find vacation work.

When networking, ask people for advice. They are usually willing. Also ask them whether they know other people who might be able to help, and whether you can mention their name. Your network will expand, and all kinds of help may result.

7. Explore options

Don't sit in an academic oxygen bubble. Read a newspaper. Talk to people (questioning, listening, recording). Visit the careers service to look for vacation work. Use AIESEC and Student Industrial Society networks at university. Find out about the changing graduate job market. Visit careers fairs in the first or second year.

Turn research into action. Be proactive. Set objectives and do some "action planning".

Make the most of your final year project. It can be a route into employment.

8. Practice negotiation skills

Negotiations occur all the time. Practice negotiation skills and recognise all the opportunities to develop them in everyday life. Recognise that negotiation within a long term relationship should aim for a "win/win" outcome.

9. Do something different

What will make you different from the other thousands of graduates? Perhaps you could learn an unusual language, take up a distinctive hobby or set up a new voluntary organisation.

10. Don't panic! You don't have to be perfect

Tackle this Action Plan in manageable chunks and review your progress regularly. You will find you can achieve a great deal over three or four years if you start now.

Degree Course Checklist

When choosing a degree, ask universities some searching questions. Try to discover the answers to the questions below. If necessary show them this checklist.

1. How do staff gather student feedback on the course, and how do they respond to it?

2. Do the staff have a clear idea of the skills which students develop as part of the course, in addition to subject knowledge?

3. What teaching methods are used to help students develop these skills?

4. How are staff teaching skills developed?

5. Is there evidence that the staff work together as a team? For example, has the course been developed as a team or by individuals?

6. How are students encouraged to develop their learning skills? For example, do they encourage 'learning logs' to help students reflect on their learning?

7. Is there any employer input in the way the course is taught?

8. Is it possible to meet graduates who are now working, and can comment on the value of the course?

9. What is the 'dropout rate' for the course, and what are the reasons people leave?

10. What kind of learning environment do they offer? Find out about teaching styles, projects, working in teams, work timetable, the kind of students, access to staff support (e.g. tutors) and the level of structure or independence, and then see how the course will match your preferred learning style.